This poster session presents results from a survey conducted at a small Midwestern university that was designed to measure institutional barriers that prevent faculty from developing online courses and the steps taken to assist faculty in removing those barriers. The results of this survey were used to create a stipend incentive program for faculty that includes a required six-week hybrid course. The face-to-face sessions of this course were used to give the faculty hands-on technology training. Attendees will learn about the structure of the course and lessons learned,

1. Exploring and
Removing Faculty
Barriers to Developing
Online Courses
Dr. Alysia Starkey
Lisa Craft
Kansas State University Salina

2. Theoretical Framework
Chism, 2004

3. Theoretical Framework
Chism, 2004

4. Survey Questions

8. Results
• Faculty Development

9. Results
• Barriers to Online Instruction

10. Faculty Development
 New stipend program was Introduced spring of 2012 to
address barriers to developing online courses.
 To be considered faculty had to submit a proposal that
included:
 Intended audience
 Statement about how their academic program would benefit
 Projected timeline for planning course development strategy
 Course description
 Student learning outcomes and assessment strategies
 Pedagogical approach for the use of technology in the
course
 Plan for use of multimedia
 List of specific resources required for their course
development

11. Faculty Development
If selected, each faculty member received a
$2000 stipend if the following criteria were
met:
 Participate in a six-Week hybrid course held
in the summer of 2012 that focused on
pedagogy, technology and application in
teaching online. The course required a
face-to-face meeting two hours a week for
hands on technology training.
 The course had to be ready to teach by the
spring of 2013 semester.
 The course had to pass an eLearning
Course Readiness Checklist

12. Course
Six week hybrid course focused on the following
content

13. Reflection
 Face-to-face course time should be
increased in order for faculty to become
more comfortable with technology being
taught.
 A tremendous benefit of the face-to-face
time was the learning community that was
created.
 Encouraging faculty to participate in online
discussions boards was more difficult that
expected.